Exemplary Science In Grades 9 12

In this collection of 15 essays, educators describe successful programs they've developed to fulfill the US National Science Education Standards' vision for the reform of teaching assessment, professional development, and content at the high school level. All the visions correspond with the Less Emphasis and More Emphasis conditions that conclude each section of the Standards, characterizing what most teachers and programs should do less of as well as describing the changes needed if real reform is to occur. Essay titles reveal the range of programs, and creativity, this book encompasses. Among the titles are: "Technology and Cooperative Learning: The IIT Model for Teaching Authentic Chemistry Curriculum," "Modeling: Changes in Traditional Physics Instruction," "Guided by the Standards: Inquiry and Assessment in Two Rural and Urban Schools," and even "Sing and Dance Your Way to Science Success." The book ends with a summary chapter by editor Robert Yager on successes and continuing challenges in meeting the Standards' visions for improving high school science. As Yager notes, "The exemplary programs described in this monograph give inspiration while also providing evidence that the new directions are feasible and worth the energy and effort needed for others to implement changes.

Since their release in 1996, the US National Science Standards have provided the vision for science education reform. But has that reform actually taken hold in elementary school? "Yes!" reports Robert Yager, editor of Exemplary Science in Grades PreK - 4: Standards-Based Success Stories, "Probably the Standards have done more to change science in elementary schools than has occurred at the other grade levels. Evidence of change is apparent in this fourth volume of the Exemplary Science monograph series, an essay collection featuring educators in PreK - 4 describing programs they've developed to fulfill the Standards' More Emphasis guidelines. The 14 programs are real-life examples you can learn from in carrying out reforms in teaching, assessment, professional development, and content. Among the topics covered: "Adapting Science Curricula in the Kindergarten Classroom," "Building on the Natural Wonder Inherent in Us All," "Guiding Students in Active and Extended Scientific Inquiry," "Active Integrated Inquiry in an Afterschool Setting," and "Thinking Outside the Box: No Child Left Inside!" As Yager writes in the book's introduction, "The 14 exemplary programs can be seen as models for other teachers, not just to copy, but as ways of approaching science and encouraging their students to do more of what they like..." When both teachers and students are enthused, curious, and involved, science becomes central to the lives of students and others in the community and can tie the whole school experience together.

Amid a flurry of national standards and high-stakes assessments, it's easy to overlook the curiosity and invention that is inherent to science and that should be central to any science lesson plan. Similarly, the connections between what students learn in the classroom and the issues facing our society are often lost in the race to cover the content. This title focuses on how to successfully draw on these problems to illustrate the use and understanding of science for all learners."

Do the Standards really matter in middle school? Nine years after the National Science Education Standards' release, just how well do science teachers in grades 5 to 8 actually use them to plan content, define improved teaching, and assess real learning? Find out the answers to these key quesitons in this groundbreaking collection of 15 essays by teachers, researchers, and professors whose specialty is middle school. Nine years after the release of the Standards, these educators describe what they're doing to achieve the visions for the reform of teaching, assessment, professionaldevelopment, and content. All the visions correspond to the Less Emphasis and More Emphasis conditions that conclude each section of the Standards, characterizing what most teachers and programs should do less of as well as decribing the changes needed if real reform is to occur. Among this collection's wide-ranging essay topics: "Teaching Science With Student Thinking in Mind," "The Relationship Between a Professional Devleopment Model and Student Achievement," "Creating a Classroom Culture of Scientific Practices," "Traveling the Inquiry Continuum: Learning Through Teacher Action Research," "What Do We Get to Do Today? The Middle School Full Option Science System Program," and "Teach Them to Fish." This volume is the third in NSTA Press's Exemplary Science monograph series, which provides the results of an unprecedented national search to assess how well the Standards' vision has been realized.

Learn about best practices in secondary science education, from curriculum planning and ongoing assessment to student motivation and professional development for teachers.

This collection of 16 essays is ideal for staff development providers, as well as preservice science methods instructors. Each essay describes a specific program designed to train current or future teachers to carry out the constructivist, inquiry-based approach of the Standards. Each essay also provides evidence of effectiveness on how teachers grow more confident using inquiry approaches,